1. Classroom Essentials

2. The Classroom Essentials Programme
Purpose:
To introduce you to the ATLC team & the Research & Development Centres
To explain and review educational practice both in general and specific to Kirklees College
To support members of staff during their probationary period
To provide a starting point for future CPD
Huddersfield Centre – Dewsbury Centre

3. The Classroom Essentials Programme
Stage 1:
Introduction to the ATLCs & the RDCs.
Self Evaluation
Two sessions – Lesson Planning and Lesson Observation
Developmental observation by ATLC
Stage 2:
3-4 sessions one to one on themes arising from your self evaluation and the observation
Huddersfield Centre – Dewsbury Centre

4. Introduction to the ATLCs & the Research & Development Centre
Click on the image to take you to the ‘introduction to….’ PP slides. Invite all new staff to the Yammer & VLE page & Anne Dunkley about confirming they have a How2 log in
Huddersfield Centre – Dewsbury Centre

5. Huddersfield Centre – 7751 Dewsbury Centre - 2324
Self Evaluation
The list is based broadly on the criteria used to evaluate teaching & learning in a lesson observation.
For each item score yourself
1 = I feel confident with this and don’t feel I need to work on this.
2 = I feel confident with this but have some questions.
3 = I feel fairly confident with this would like to develop.
4 = I am worried about this but this isn’t a priority for me
5 = I am worried about this and would like to work on this.
Huddersfield Centre – Dewsbury Centre

6. About Classroom Essentials
There are 5 modules within the classroom essentials with each designed to run for 1 hour. After each module you are asked to reflect on the session and how you may apply the methods discussed into your teaching.
Lesson Planning
Preparation for Lesson Observation
Assessment for Learning
Classroom Management
Integrating Technology in Teaching
Sam – Chat – observation – PPT
Self assessment – discription
Huddersfield Centre – Dewsbury Centre

7. The following five main areas will be explored in this module
Lesson Planning
The following five main areas will be explored in this module
College Approved Planning methods
Examples of Lesson Plans and Schemes of work
Creating Clear Learning Outcomes
Identifying Assessment in Planning
Recording ED/BV in Planning

8. College Approved Planning methods
Lesson Plan
Scheme of Work
E- Lesson Plan & Guide
Planning better lessons
Grey titles for the master slides – Blue titles for the slides that will link with the master
5 Minute Lesson Plan
Locating the LO2
Lesson Plan &
Scheme of Work
Huddersfield Centre – Dewsbury Centre

9. Creating Clear Learning Outcomes
Use Bloom’s (1956) theory to help guide your learning outcomes.
Huddersfield Centre – Dewsbury Centre

10. References / Further reading opportunities
Anderson, L. W., & Krathwohl,D.R.(2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn And Bacon.
Baecher, L., Farnsworth, T. and Ediger, A. (2013). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), pp
Baume, D. (2009) Leeds Metropolitan University: Writing and using good learning outcomes, Available at:<
(Accessed on 20/11/14)
Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of educational objectives: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York , Longmans.
Blooms wheel (2016). [image]
Coats, Maggie; Dillon, Christopher; Hodgkinson, Linda and Reuben, Catherine (2005). Learning outcomes and their assessment: putting Open University pedagogical practice under the microscope. In: Ist International Conference on Enhancing Teaching and Learning through Assessment, July 2005, Hong Kong, China
Forehand, M. (2010) Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology, Available at:< (Accessed on 21/11/16)
Lafreniere, S. (2013) REVISED Bloom’s Taxonomy Action Verbs; Available at (Accessed on 20/11/16)
Munzenmaier, C. Rubin, N. (2013) Perspectives: Bloom’s Taxonomy: What’s Old is New Again, Available at:<
> (Accessed on 20/11/16)
Machin, L. Hindmarch, D. Murray, S. Richardson, T. (2014). Complete guide to the level 5 diploma in education and training, Available at: (Accessed on 20/11/16)
Queen Mary University of London The Learning Institute: Good Practice Guide on Writing Aims and Learning Outcomes, Available at:< (Accessed on 20/11/16)
Wallace, I. Kirkman, L. (2014) Talk-Less Teaching: Practice, Participation and Progress, Available at: (Accessed on 20/11/16)
Atlc to offer further support:- Sharon –
Huddersfield Centre – Dewsbury Centre

11. Preparation for Lesson Observation
The following areas will be explored in this module
Observation Information
Preparing for Observation
Peer Observations
Continuous Professional Development

12. Assessment for Learning
The following five main areas will be explored in this module
Classroom Activities
Differentiation
Stretch & Challenge
Questioning for Assessment
Nurturing Opportunities for the development of English and Maths

13. The following five main areas will be explored in this module
Classroom Management
The following five main areas will be explored in this module
Strategies for Managing your classroom
Behaviour Management
Improving Pace, Stretch & Challenge
Creating a Positive Classroom Environment
Supporting British Values in the Classroom
Safeguarding / Prevent

14. Integrating Technology in Teaching
The following five main areas will be explored in this module
Improving Awareness of Technology for Learning
Planning to Integrate Technology into your lessons
Using Technology to Support Integration of Maths and English in Lessons
E-Safety